Bibliographic record
Abstract
This paper examines changing patterns of adolescent time use in France from 1986 to 1998. It focuses on adolescents’ aged 15 to 19, living at home with their parents, and attending school. It analyzes how the allocation of adolescent daily time is affected by respondents’ gender, age, and by their parents’ educational background and income. Data are taken from two national time use surveys conducted by INSEE (Institut National de la Statistique et des Etudes Economiques, Paris) in 1985–1986 (n = 16,046, including 559 adolescents) and in 1998–1999 (n = 15,435, including 1,193 adolescents). One of the main trends in the observed period is the shift in gender roles. In 1986, girls and boys spent the same amount of time in school-related activities, in 1998, this length was higher for girls. The gender gap in domestic work has slightly narrowed. All in all, girls’ total work overload has increased. The allocation of time to work, personal needs and leisure remained similar, regardless of the educational level of parents. The allocation of free time to its various subcomponents is, however, affected by parents’ education: children born in highly educated families spend more time reading, going to the movies, to the theatre or to shows, less time watching TV, walking, or socializing. Parents’ income level is less influential. Adolescents with middle-income parents work harder at school than those from lower or upper income families.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".